In this article, we describe a project evaluating the academic effectiveness of 2-way interactive video as a means of delivery for Introductory Psychology from a television studio on a main campus to a remote site. Final grades assessed student achievement, and a short survey assessed their attitudes regarding aspects of course delivery. Performance at the remote site was not significantly different from performance in the same courses on the main campus. Students' attitudes toward the delivery method were generally positive. We also include feedback from the instructors and the studio production staff and recommend that future endeavors of this sort recognize potential constraints with such a delivery system and alleviate them as much as possible.

A survey about methods of teaching introductory psychology was sent to 50 Canadian universities. Responses were received from 33. Although 55% of the departments rely entirely on lectures for conveying information, a further 30% also rely on discussion/tutorial sessions. Twelve departments impose partial uniformity on instructors in multiple-section courses; ten impose none. Neither instructional format nor uniformity was related to enrolment. Most respondents rely heavily on objective questions for examinations. Completely objective exams were most likely to be used by departments with large enrolments. No consensus about optimal methods emerged. A comparison to Liddy and Ncal (1947) indicated that the format of the introductory course has not changed much in the last 39 years.We wish to thank the editor for drawing to our attention some of the earlier research on introductory psychology.